Performance Planning and Review

A Positive Alternative to Superintendent EvaluationNSBA – March 30, 2008

NSBA – March 30, 2008 Performance Planning and Review2

Introductions

• Penny Tees, President, British Columbia School Trustees Association (BCSTA)

• Dr. Keven Elder, Superintendent, School District #63 (Saanich, British Columbia)

• Dr. Stephen Hansen, Executive Director, BCSTA

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British Columbia, Canada

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BCSTA

The mission of the BC School Trustees Association is to support and advocate for effective public boards of education and quality public education in British Columbia

• Founded in 1905• Voluntary membership• 60 Boards of Education• Provide advocacy, trustee/board development,

legal services to Boards of Education

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Definition of Terms

• Superintendent

• Evaluation/Performance Review

• School Boards/Boards of Education

• Trustee

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Questions to Answer

• Why PPR ?• What principles guide the process?• What are the steps?

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What’s the Problem?

• Performance review/evaluation is generally disliked.

• No evidence that traditional performance review improves performance

• Frequently ignored or left to last minute for contract renewal

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Common Concerns

• We’re too busy!• We’re not having problems with our

Superintendent, so why bother?• We don’t know enough about a

Superintendent’s job to do a review.• We don’t want to damage our relationship

with the Superintendent.

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Why use PPR?

• To build and maintain relationships• To increase role understanding• It’s proactive and preventative• It demonstrates leadership• It’s “best practice”

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Evaluation vs. PPR

Evaluation PPR

Summative Formative

Looks back Looks ahead

Judgmental Collaborative

Episodic Ongoing

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Important Principles

• Mutual responsibility for student achievement

• Alignment of vision, goals, and actions• Goal is to develop performance and

relationship• No surprises• Not to be used as a “gotcha”• Requires ongoing commitment• Done “with”, not “to”

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The PPR Cycle

STEP 2

Ongoing Communication

STEP 1

Performance Planning

STEP 3

Review and Learning

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Step 1: Performance Planning

• Agree on 3 or 4* Key Results– What is to be achieved– Based on District priorities

• Agree on 3 or 4* Key Competencies– How to achieve Key Results– Use “Dimensions of Practice” as a guide

* Consider fewer Key Results and Key Competencies for the first year

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Sample Key Result

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Dimensions of Practice

• Developed by BC Superintendents Association• Describe knowledge, skills, attitudes important

to the Superintendent role:1. Leadership and District Culture2. Policy and Governance3. Communications and Community Relations4. Organizational Management5. Curriculum Planning and Development6. Instructional Management and District Accountability7. Human Resources Management8. Values and Ethics of Leadership

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Sample Key Competency

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Step Two: Ongoing Communication

• Regularly scheduled progress check-ins (2)• Keeps board and superintendent informed• Reinforces positive results• Early, preventative discussions if concerns

exist• Revision of plan if needed

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Step Three: Review and Learning

• Summary of progress and check-ins• Documentation acknowledging

progress and challenges• Planning for development• Leads into beginning of next cycle

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The Benefits for Boards

• Focuses priorities and expectations• Enables alignment of internal/external factors• Continuous cycle of improvement• Strengthens Board team• Builds positive working relationships with

Superintendent• Provides a record of progress

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The Benefits for Superintendents

• Strengths based, affirmative process• Deep, reflective and relevant process• Process and documentation in partnership with

Board• Better understanding of the work of senior

leaders• Opportunity for high level growth planning• Self-efficacy combined with evaluative diligence

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Other Considerations

• Keep it strengths-based• “Touchstone” versus constant scrutiny• Dealing with data collection challenges• Authoring the report & closing the cycles• Starting small & internal• Remember the overall goal!

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Summary

• A forward looking, proactive approach• Shared responsibility• Focus on development of skills and

relationship• Strengthens communication and role

clarification• Embeds performance review in the

Board’s work

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Contacts

Stephen HansenExecutive Director, BCSTAshansen@bcsta.org604-734-2721

Penny TeesPresident, BCSTApenny@netidea.com250-226-7605

Keven ElderSuperintendent, Saanich Board of Educationkelder@sd63.bc.ca250-652-7330